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Jurnal Pendidikan dan Pengajaran
Published by Universitas Pendidikan Ganesha
ISSN : 23017821     EISSN : 25492608     DOI : The Successful of Online Learning on Student Respo
Core Subject : Humanities, Health, Education, Social,
Humanities Education Public Health Social Sciences
JPP publishes original research papers, case reports, and review articles. The publication includes the following topics: Early childhood education. Adult education Mathematics and science education. Guidance and counseling education. Educational technology. Character education. Special needs education. Global issues in education Technical and vocational education. Language education. Social science education Educational management Sport science and physical education Other areas in education.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 926 Documents
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Inductive Thinking of Junior High School Students in Solving Number Pattern Problems Based on Mathematical Thinking Theory Ira Kurniawati Ira; Imam Sujadi; Arum Nur Wulandari; Riki Andriatna; Yuli Bangun Nursanti
Jurnal Pendidikan dan Pengajaran Vol 59 No 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v59i1.105606

Abstract

The development of mathematical thinking is an important goal in mathematics learning because it relates to students’ ability to solve problems through various reasoning processes, including inductive thinking methods. However, students’ application of inductive thinking in solving mathematical problems still requires further exploration. This study aims to explore the application of inductive thinking methods in solving number pattern problems based on the perspective of mathematical thinking. The research employed a qualitative descriptive approach involving three students representing high, medium, and low levels of mathematical ability. Data were collected through a reasoning test and interviews and analyzed through data reduction, data display, and conclusion drawing. The results show that the high ability student was able to identify patterns but still experienced difficulty in formulating accurate generalizations. The medium ability student recognized some patterns but was not able to generalize correctly, while the low-ability student experienced difficulties from understanding the problem to determining general rules. These findings indicate differences in students’ inductive thinking across levels of mathematical ability. The study implies the importance of designing mathematics learning that encourages pattern exploration and generalization processes to support students’ mathematical thinking development.
Questioning Skills of Prospective Teachers in Collaborative Microteaching Sri Rahayuningsih; Febi Dwi Widayanti; Nukhan Wicaksana Pribadi; Eko Yuniarto; Steven Christian; Yunasa Pinkan Sahara; Sikky El Walida; Retno Marsitin; Isbadar Nursit
Jurnal Pendidikan dan Pengajaran Vol 59 No 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v59i1.105791

Abstract

Prospective teachers' questioning skills tend to be dominated by low-level thinking questions. This condition indicates that the learning practices carried out have not optimally encouraged students' critical thinking skills. This study aims to analyze the questioning skills of prospective teachers through the implementation of collaborative microteaching. This study used a mixed-methods approach with a case study design involving students of the Mathematics Education Study Program participating in the Microteaching course. The research subjects were selected purposively based on their involvement in the entire microteaching cycle. Data were collected through observations of teaching practices using observation sheets based on the revised Bloom's Taxonomy with instruments in the form of a questioning skills assessment rubric and structured observation guidelines, then analyzed descriptively qualitatively and quantitatively. The main results of the study indicate that the majority of students are in the category of good and very good questioning skills (72.7%), with advantages in question clarity and appropriateness to learning objectives, but the use of higher-level questions and the utilization of feedback are still limited. The implications of this study indicate that collaborative microteaching is effective as a reflective and collaborative learning environment in improving the quality of pedagogical questions, so that its integration in teacher education contributes to strengthening pedagogical competence and the quality of learning interactions.
Problem-Based Learning and Canva AI Interactive Multimedia: Enhancing IPAS Learning Outcomes and Motivation in Elementary Education Dina Erawati; Joko Sulianto; Achmad Buchori
Jurnal Pendidikan dan Pengajaran Vol 59 No 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v59i1.105908

Abstract

low learning outcomes of Natural and Social Sciences (IPAS) in elementary school students, characterized by suboptimal average scores and completion rates, indicate problems in the learning process. This condition is influenced by the dominance of the lecture method and the limited use of interactive media that can increase student engagement. This study aims to analyze the effect of the Problem-Based Learning (PBL) model supported by Canva AI Interactive Multimedia on student learning outcomes and motivation. The study used a quantitative approach with a quasi-experimental design of the non-equivalent control group design. The subjects were third-grade elementary school students. Data collection was carried out through objective tests to measure learning outcomes and questionnaires to measure learning motivation. Data analysis was carried out using inferential statistics, such as the mean difference test (t-test) to compare results between the experimental and control groups. The results showed that the application of the PBL model assisted by Canva AI Interactive Multimedia significantly improved student learning outcomes and motivation, as indicated by a higher average posttest score for the experimental group compared to the control group. In conclusion, the integration of the PBL model with AI-based interactive multimedia support is effective in improving the quality of science and science learning in elementary schools. The implications of this research suggest that utilizing AI-based visual technology in problem-based learning can be an innovative strategy for enhancing student engagement and learning outcomes.
The Role of Self-Efficacy in Mediating Entrepreneurship Education and Learning Experiences on Entrepreneurial Intention Maha Putra; Suryana; Hari Mulyadi; Suwatno; Maha Putra
Jurnal Pendidikan dan Pengajaran Vol 59 No 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v59i1.108672

Abstract

Although entrepreneurship education has been widely integrated into higher education, students’ entrepreneurial intention levels remain relatively low. This study aims to analyze the mediating role of self-efficacy in the relationship between entrepreneurship education, learning experiences, and entrepreneurial intentions among university students. This study employed a quantitative design with a descriptive-correlational approach and a cross-sectional method. The research population consisted of 380 undergraduate students. Data were collected through structured online questionnaires. The research instruments measured the variables of entrepreneurship education, learning experiences, self-efficacy, and entrepreneurial intentions using a five-point Likert scale. Data analysis was conducted using the Partial Least Squares–Structural Equation Modeling (PLS-SEM) method. The results showed that entrepreneurship education and learning experiences had a direct and significant effect on both self-efficacy and entrepreneurial intentions. Self-efficacy was also found to have a direct and significant influence on entrepreneurial intentions and to serve as a significant mediator in the relationship between entrepreneurship education and entrepreneurial intentions, as well as between learning experiences and entrepreneurial intentions. Based on these findings, this study concludes that entrepreneurship education should not merely focus on knowledge transfer, but should also emphasize experiential, reflective, and practical learning that can systematically strengthen students’ self-efficacy. The results of this study have important implications for higher education institutions and policymakers in designing more effective entrepreneurship programs to foster students’ entrepreneurial intentions.
Cognitive Construction of Humor through Modal-World Negotiation: A Text World Theory Analysis of Multimodal Narrative in Air Buddies Agnes Caroline Baene; Rohani Ganie; Rahmadsyah Rangkuti; Umar Mono; Syahron Lubis
Jurnal Pendidikan dan Pengajaran Vol 59 No 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v59i1.112096

Abstract

Research on humor in films is still predominantly dominated by pragmatic and cultural perspectives, thus providing limited explanation of how comedic effects emerge through structured cognitive processes in multimodal children’s films. This gap indicates a lack of integrative analysis that connects humor construction with narrative world-building mechanisms. This study aims to analyze the cognitive construction of humor in Air Buddies through the framework of Text World Theory. This study employs a qualitative interpretative design within the domain of Cognitive Stylistics. The research subjects consist of 30 dialogue excerpts selected purposively based on the presence of comedic elements and world-building indicators. Data were collected through documentation and non-participant observation using an analytical coding sheet as the research instrument. The instrument includes indicators of humor types, world-building components, and modal expressions. Data analysis was conducted through stages of humor classification, text-world mapping, modal-world analysis, and interpretative synthesis. The findings reveal that witty humor is the most dominant element, followed by parody, sarcasm, and playful humor, which function as cognitive triggers in modal-world shifts. The conclusion of this study shows that humor is cognitively constructed through layered world-building processes, thereby addressing the gap in understanding humor that has been limited to linguistic aspects. The implications of this study emphasize the importance of integrating cognitive stylistics and Text World Theory as a comprehensive framework for analyzing humor in multimodal narratives.
Enhancing Senior High School Students’ English Basic Grammar Skills Through Task- Based Learning Pemina Br Sembiring; Tengku Silvana Sinar; Deliana; Rahmadsah Rangkuti; Rahmah Fitriani
Jurnal Pendidikan dan Pengajaran Vol 59 No 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v59i1.112108

Abstract

Grammar instruction in EFL classrooms remains predominantly dominated by conventional teacher-centered methods and rote memorization, which hinder students’ ability to apply grammatical knowledge in authentic communicative contexts. This condition leads to students’ low proficiency in understanding and using parts of speech contextually. This study aims to identify the most engaging stages of Task-Based Learning (TBL), describe the implementation of TBL in grammar instruction, and explain the underlying reasons for its effectiveness. This research adopts a mixed-method approach with a quasi-experimental design employing a one-group pre-test–post-test model. The participants consisted of 25 eleventh-grade senior high school students, who also served as the main subjects in the instructional implementation. Data were collected through classroom observations, student feedback, and assessments of grammatical competence. The findings reveal that students demonstrated a significant improvement in their ability to use parts of speech accurately when grammar was taught through contextualized tasks rather than isolated rule explanation. Additionally, students exhibited increased motivation, participation, and confidence during task-based activities. The study concludes that Task-Based Learning effectively enhances grammatical competence by promoting active language use, interaction, and reflection. The findings imply that grammar instruction should be oriented toward a communicative, task-based approach to improve the quality of language learning. Furthermore, teachers are recommended to systematically integrate TBL into their instructional practices to support the development of more applicable and functional language competence.

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